Self-Confidence as the Predictor of Metacognitive Awareness in High School Students

Autor/inn/en	Bozgun, Kayhan; Akin-Kosterelioglu, Meltem
Titel	Self-Confidence as the Predictor of Metacognitive Awareness in High School Students
Quelle	In: Participatory Educational Research, 10 (2023) 1, S.375-388 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bozgun, Kayhan) ORCID (Akin-Kosterelioglu, Meltem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	High School Students; Metacognition; Self Esteem; Grade Point Average; Parent Education; Sex; General Education; Vocational High Schools; Predictor Variables + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-esteem; Selbstaufmerksamkeit; Parents education; Elternbildung; Elternschule; Geschlecht; Geschlechtsverkehr; Allgemein bildendes Schulwesen; Allgemeinbildung; Prädiktor
Abstract	Metacognitive awareness is said to be reflected by self-confidence scores, and there exists a mutual relationship between them. This study was conducted to examine the role of self-confidence in predicting metacognitive awareness in high school students and to examine whether gender, grade point average, type of high school and father's education level played a role in this relationship. The data were obtained from 390 high school students studying at two different types of high school (general and vocational) using two different scales. Research data were analyzed through hierarchical regression analysis method to determine the predictiveness. Results showed (i) the metacognitive awareness scores were moderately and highly correlated with the self-confidence level total score and sub-dimension scores; (ii) participants' self-confidence scores explained 46% of the change in metacognitive awareness scores; (iii) the type of high school and grade point average had 9% effect on metacognitive awareness scores. It is recommended to examine the relationships of metacognitive awareness and self-confidence with different variables and to conduct experimental studies. The co-development of metacognitive awareness and self-confidence in students should be emphasized by families and educators. It is thought that the current study will be useful in relation to its results for understanding the importance of self-confidence and metacognitive awareness of high school and of those at other levels. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01